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All Journal Al Ishlah Jurnal Pendidikan Inovasi Kurikulum
Siti Muhdiati
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Enhancing Sixth Graders' Mathematical Communication Skills Using the RADEC Learning Model: A Focus on Ratio Concepts Siti Muhdiati; Wahyu Sopandi; Atep Sujana; Innaka Arina Haq; Ali Juma Khomis
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6721

Abstract

Mathematical communication skills are critical for students to effectively understand and articulate mathematical concepts, directly impacting their numeracy and academic success. This study examines the effectiveness of the RADEC (Read, Answer, Discuss, Explain, Create) instructional model in improving the mathematical communication skills of sixth-grade students. A quasi-experimental design with a quantitative approach was employed, involving 60 sixth-grade elementary students. The experimental group (n = 30; 19 males, 11 females) received instruction through the RADEC model, while the control group (n = 30; 12 males, 18 females) was taught using the Problem-Based Learning (PBL) approach. Data were collected using a test consisting of five open-ended descriptive questions administered as pre- and post-tests. The N-Gain score was used to assess improvement, and the Mann-Whitney U test was applied to evaluate statistical significance. The RADEC group exhibited a moderate increase in mathematical communication skills, whereas the PBL group demonstrated only a low level of improvement. Statistical analysis confirmed a significant difference between the two groups (asymp. Sig. 0.001, α = 0.05), indicating that the RADEC model was more effective. These findings suggest that the RADEC model enhances students’ mathematical communication more effectively than PBL, likely due to its emphasis on active engagement and collaborative learning. The model shows promise as a pedagogical approach and warrants further investigation regarding its impact on other mathematical competencies, including problem-solving, representation, critical thinking, and mathematical connections.
The influence of self-efficacy on sixth graders’ mathematical communication skills Siti Muhdiati; Dinn Wahyudin; Nurul Umrotullatifah
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.78691

Abstract

Mathematical communication skills are essential for students' success in problem-solving, critical thinking, idea articulation, and addressing challenges. These skills are a key component of 21st-century competencies, supporting mathematical literacy from an early age. This study investigates the effect of self-efficacy on students' confidence in completing academic tasks and the mathematical communication skills of grade VI elementary school students. Using a quantitative approach with an ex post facto method, data were collected via questionnaires to assess self-efficacy and tests to measure mathematical communication skills. The results showed a significant positive effect of self-efficacy on mathematical communication skills, with a significance value and a positive coefficient. The R Square value indicates that self-efficacy accounts for the variance in mathematical communication skills. These findings highlight the critical role of self-efficacy in enabling students to confidently and competently communicate mathematical concepts. To enhance students' mathematical communication skills, teachers should employ learning strategies that build confidence and reinforce self-efficacy. Strengthening self-efficacy boosts academic performance and equips students with the tools to excel in mathematics and related challenges.   Abstrak Kemampuan komunikasi matematis tidak hanya berperan dalam keberhasilan peserta didik menyelesaikan soal-soal matematika, tetapi juga mendukung kemampuan berpikir kritis, menyampaikan ide, serta memecahkan masalah. Di era yang menuntut kompetensi abad ke-21 ini, kemampuan komunikasi matematis menjadi salah satu pilar utama untuk mendukung literasi matematika peserta didik sejak dini. Penelitian ini bertujuan untuk menganalisis pengaruh self-efficacy terhadap kemampuan komunikasi matematis peserta didik kelas VI Sekolah Dasar. Self-efficacy, mengacu pada keyakinan diri peserta didik dalam menyelesaikan tugas-tugas akademik, dipandang sebagai salah satu faktor penting yang memengaruhi keberhasilan pembelajaran matematika. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode ex post facto. Data dikumpulkan melalui kuesioner untuk mengukur tingkat self-efficacy dan tes kemampuan komunikasi matematis. Hasil uji regresi linear menunjukkan signifikansi dengan koefisien self-efficacy sehingga dapat dikatakan bahwa self-efficacy peserta didik berpengaruh positif secara signifikan terhadap kemampuan komunikasi matematis peserta didik. Nilai R Square menunjukan bahwa self-efficacy peserta didik berpengaruh terhadap kemampuan komunikasi matematis peserta didik. Temuan ini menunjukan bahwa self-efficacy memiliki peran penting dalam meningkatkan rasa percaya diri peserta didik dalam mengomunikasikan konsep matematis. Sehingga guru perlu menguatkan self-efficacy peserta didik melalui strategi pembelajaran yang menumbuhkan kepercayaan diri dan meningkatkan kemampuan komunikasi matematis. Kata Kunci: komunikasi matematis; pembelajaran matematika; peserta didik SD; self-efficacy
Co-Authors Ali Juma Khomis Atep Sujana Dinn Wahyudin, Dinn Innaka Arina Haq Nurul umrotullatifah Wahyu Sopandi